CommiT and ConqUer

Reflective Learning Sheet # 10

Lesson Planning: A Soft Activity
Name: Languita, Lawrence G. Prog/Yr/Sec: BEED 1A - LOCKE

Date: ___________________ Score: ________

UDL is a classroom practice that ensures the participation and achievement of all types of learners
and where the teacher assumes diversity and uniqueness for all students in the classroom. Given
this, create a plan for UDL . Assume that you are a Grade 2 Math teacher teaching subtraction.
Your class is composed of 35 students. Of the 35, one has an official diagnosis of ADHD and you
suspect that another might have a math learning disability.

Format of the Lesson Plan Outline:

QUARTER 1
Week 1

Subject: Mathematics Grade 2 Level

Date: __________________ Day 1
The learner demonstrates understanding of whole numbers
Content Standard up to 1000, ordinal numbers up to 20th, and money up to
php 100.
The learner is able to recognize, represent, compare, and
Performance Standard order whole numbers up to 20th, and money up to php100
in various forms and contexts.
Visualizes and represents numbers from 0-1000 with
emphasis on numbers 101-1000 using a variety of
Competency
materials.
M2NS-Ia-1.2
I. OBJECTIVES
Knowledge: Understand subtraction and it's real-life applications.
Skills: Perform subtraction of 2 to 3 digit numbers without and
with regrouping using various strategies.
Affective: Foster confidence, a growth mindset, and a sense of
accomplishment in mastering subtraction.
II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide K to12 Curriculum Guide 2016 Grade 2 – Mathematics
Pages
TEACHING GUIDE FOR MATHEMATICS GRADE 2
1|Page
Ed 124 – Foundation of Special & Inclusive Education. This is NOT for sale. This is for instruction purposes only. Figures, tables, pictures and illustrations
used are not mine. CREDITS TO THE OWNERS/CREATORS. No copyright infringement intended. /Fitzgerald C. Kintanar/
 2. Learner’s LESSON 13-Visualizing and Identifying Ordinal
Materials Pages Numbers.........33
LESSON 14-Reading and Writing Ordinal Numbers...36
LESSON 15-Identifying and Using the Pattern of Naming
Ordinal Numbers....38
LESSON 29-Subtracting 2- to 3-Digit Numbers without
Regrouping 66......69
3. Textbook Pages
4. Additional Visual Aids, charts, and flash cards
Materials
5. Learning Resources DEPED Learning Portal
(LR) portal
B. Other Learning PowerPoint Presentation, laptop, television/projector
Resources
IV. PROCEDURES
A. Reviewing or presenting To review or present the new lesson, the teacher will use
the new lesson engaging and interactive activities, such as games,
manipulatives, or technology, to motivate and capture
the attention of all students, including those with ADHD,
ensuring an inclusive and stimulating learning
environment.
B. Establishing a purpose In establishing a purpose for the lesson, the teacher will
for the lesson connect the concept of subtraction to real-life situations
and provide clear objectives, emphasizing the relevance
and importance of the lesson for all students, including
those with ADHD, to foster their engagement and
understanding.
C. Presenting examples of When presenting examples of the new lesson, the
the new lesson teacher will use visual aids, real-life scenarios, and
multisensory approaches to cater to different learning
styles and engage students with ADHD, ensuring active
participation and comprehension.
D. Discussing new In discussing new concepts and practicing new skills, the
concepts and practising teacher will provide clear and concise explanations, break
new skills #1 down complex ideas into manageable steps, and offer
opportunities for hands-on practice and peer collaboration,
providing support and structure for students with ADHD to
grasp and apply the concepts effectively.
E. Discussing new The teacher will use differentiated instruction and
concepts and practicing provide additional support, such as visual organizers,
new skills #2 cues, and prompts, to help students with ADHD
understand and practice new concepts and skills,
fostering their active participation and confidence in
their abilities.

2|Page
Ed 124 – Foundation of Special & Inclusive Education. This is NOT for sale. This is for instruction purposes only. Figures, tables, pictures and illustrations
used are not mine. CREDITS TO THE OWNERS/CREATORS. No copyright infringement intended. /Fitzgerald C. Kintanar/
 F. Developing Mastery To develop mastery, the teacher will provide
opportunities for repeated practice, reinforcement,
and extension activities, offering a variety of methods
and materials to accommodate the diverse learning
needs of students, including those with ADHD, and
celebrating their progress and achievements.

G. Finding practical The teacher will help students find practical

applications of concepts applications of concepts and skills in daily living by
and skills in daily living providing real-life examples, problem-solving tasks,
and opportunities for students with ADHD to apply
subtraction in meaningful contexts, fostering their
understanding and appreciation of its relevance.
H. Making Through discussions, reflection activities, and concept
Generalizations and mapping, the teacher will guide students, including
abstractions about the those with ADHD, in making generalizations and
lesson abstractions about the lesson, encouraging them to
identify patterns, connections, and underlying concepts
in subtraction.

I. Evaluating learning The teacher will use a variety of assessment strategies,

such as formative assessments, observations, and
check-ins, to evaluate learning and provide timely
feedback and support for students with ADHD,
ensuring their progress and addressing any areas of
difficulty.
J. Additional Activities The teacher will provide additional activities for
for application or application or remediation, such as differentiated tasks,
remediation individualized support, and multisensory approaches, to
cater to the specific needs of students with ADHD,
allowing them to consolidate their learning, address
challenges, and further develop their subtraction skills.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned The number of learners who earned 80% in the
80% in the evaluation evaluation is _____.
B. No. of learners who require The number of learners who require additional activities
additional activities for for remediation is _____.
remediation
C. Did the remedial lessons ___Yes, ___ No
work? No. of learners who
have caught up the lesson

3|Page
Ed 124 – Foundation of Special & Inclusive Education. This is NOT for sale. This is for instruction purposes only. Figures, tables, pictures and illustrations
used are not mine. CREDITS TO THE OWNERS/CREATORS. No copyright infringement intended. /Fitzgerald C. Kintanar/
 D. No. of learners who There are ______ learners who continue to require
continue to require remediation.
remediation

E. Which of my teaching Strategies used that work well:

strategies worked well? Why
did these work? __Interactive games/Activities /Motivations
__Differentiated Instruction

__Discovery method

__Solving problems

__Reading of paragraphs/ situations

F. What difficulties did I Difficulties encountered included a lack of student
encounter which my principal engagement. However, through the implementation of
and supervisor help me solve? interactive teaching strategies and peer collaboration,
student engagement improved significantly.

G. What innovation or An innovation to share with other teachers is

localized I used/discover
which I wish to share with
other teacher?
incorporating real-life scenarios and problem-solving
tasks to enhance understanding and application of
subtraction. This approach helps students see the
relevance of subtraction in their daily lives and
promotes critical thinking and problem-solving skills.

4|Page
Ed 124 – Foundation of Special & Inclusive Education. This is NOT for sale. This is for instruction purposes only. Figures, tables, pictures and illustrations
used are not mine. CREDITS TO THE OWNERS/CREATORS. No copyright infringement intended. /Fitzgerald C. Kintanar/